Because of Winn-DixieUnit PlanUnit by Miss Jennifer LuchtWednesday, September 25, 2013- Friday, October 11, 2013Mrs.Hostetler’sFourthGradeClassHillview Intermediate CenterGrove City, PA
Table of ContentsSection One:13 Day Block PlanSection Two:General Unit Plan InformationSection Three:Daily Teaching ProceduresSection Four:AppendixStudent MaterialsAssessment ToolsTeacher Materials
Block Plan
Because of Winn-Dixie Block PlanMrs.Hostetler’sFourthGradeClassDay 1:09/25/13Day 2: 09/26/13Day 3: 09/27/13Introduction: Timeto share storiesabout petsReview HWReview HWVocabularyVocabularyInformation aboutKate DiCamillo,authorMini-Lesson: Pointof View andSee”TreeforPredictionsRead Chapters 3-4Character Analysisfor Franny BlockVocabularyActivity: Writeletter from Opal toher ��byEdgar GuestIntroduce ThemeActivity throughoutnovel“Wanted: rventionStart readingchapters 1-2HW: Finish readingchapters 1-2;Journal ResponseHW: Read Ch. 5;Character Analysesfor Opal and thePreacherHW: Read Ch. 8
Day 4: 9/30/13Day 5: 10/1/13Day 6: 10/2/13Day 7: 10/3/13Day 8: 10/4/13Review HWReview HWReview HWVocabularyQuizQuizContent IntegrationMini-Lesson:Thunderstormsand FloridaVocabularyRead Ch. 15-17Read Chapter zing/MainIdeaVocabularyMini-Lesson: Causeand ionHW: Read Ch. 11;Character Analysisfor Gloria DumpHW: Read Chapters12-13; CharacterAnalysis: OtisMini-Lesson:ThemeActivity:“Goal”Tree- decoratebottles and put agoal inside(inspired by GloriaDump’smistaketree)ReadingInterventionNo HWRead “TheCivilWar”poemandcompare to whatwe learn in thenovelReadingInterventionNo HWIntroduce ProjectOptionsReadingInterventionHW: Read Chapters20-21; choose aproject option
Day 9: 10/7/13Day 10: 10/8/13Day 11: 10/9/13Day 12:10/10/13Day 13:10/11/13Review HWRead Chapters 2427Collect ProjectsAnswer anystudent questionsPartyMini-Lesson:CharacterizationReview Story Plotand plot elementsRead Chapters 2223“Missing!”Activity10 Things aboutWinn-DixiePass out PartyInvitationsReadingIntervention(Use time toconference withstudents abouttheir projectselections)HW: Work onProject (dueWednesday)ReadingInterventionHW: Work onProject (duetomorrow)DiscussionQuestions inGroupsTestReview Themesthroughout bookProjectpresentations intable groupsTest Review:JeopardyNo HWActivity: Decoratepaper bag toMovie: Studentscomplete VennDiagram comparingmovie and novelNo HWHW: Study for Test
General Unit PlanInformation
Jennifer LuchtBecause of Winn-Dixie4th Grade Unit PlanI.II.Introductiona. Titlei. Because of Winn-Dixie by Kate DiCamilloii. Genre: Contemporary Realistic Fictionb. Grade Leveli. This unit plan is intended for Mrs.Hostetler’s4th Grade class at HillviewIntermediate Centerii. Interest Level: Grades 3-5c. Durationi. 13 class daysii. See block planContenta. Goalsi. The students will read the entire novel through independent and large-groupreading.ii. This unit will help the students to better develop their concepts of narrativeelements such as characters, points of view, plot, sequencing, and theme.iii. Through reading silently and out loud, students will improve their readingfluency.iv. The students will take away a greater understanding and appreciation ofothers around them. The students will gain an understanding that people aremolded by their backgrounds and experiences and it is important to get toknow others before making judgments about them.b. Conceptsi. Students will study narrative elements: characters, theme, plot, andnarration.ii. Students will practice reading comprehension strategies such as makingconnections, retelling, and sequencing,iii. Students will build their vocabulary throughout the unit.c. Vocabularyi. New Terms1. Exception: someone or something that is different from others2. Relieved: feeling relaxed or happy after a difficult situation haspassed; feeling relief3. Trembling: shaking uncontrollably (usually due to anxiety or fear)4. Prideful: having a feeling of superiority over others5. Pathological: extreme in a way that is not normal; extreme andirrational6. Abiding: continuing for a long time; not changing7. Notion: an opinion or idea
III.8. Manufactured: something that was produced/made (usually in afactory or by large machines)9. Melancholy: a sad mood or feelingii. Students will look for words with prefixes and suffixes to correspond to theircurrent spelling/vocabulary unit on prefixes and suffixesd. Skillsi. Story elements1. Characterization: character sketching, analyzing characterdevelopment2. Themes: big messages about life; students will identify and trackthemes throughout the novel3. Point of view and narration4. Plot: summarization, main idea, sequencing, plot elementsii. Making Connectionsiii. Making predictionsiv. VocabularyObjectives/Standardsa. Objectivesi. Overall1. Given a meaningful sentence with strong context support, TSWBATidentify word meaning for new vocabulary words to teachersatisfaction.2. Given a theme in the story, TSWBAT identify evidence of pertinentthemes while reading to teacher satisfaction.3. TSWBAT use prior knowledge and critical thinking skills to makepredictions as they read to teacher satisfaction.ii. Daily1. Day One:a. Given classroom instruction, TSWBAT correctly identify hestory.b. Through classroom instruction and introductory activities,TSWBAT identify the conflict of Opal being lonely in a newtown and identify her finding Winn-Dixie as a possible solutionto teacher satisfaction.2. Day Two:a. Given classroom instruction, TSWBAT accurately identify ointofview is important to the story.b. ersatisfaction.3. Day Three: Given classroom instruction on sequencing, TSWBAT workin a group to accurately sequence the events of two chapters inBecause of Winn-Dixie to at least 83% accuracy (10 out of 12 events inthe correct order).
4. Day Four: Given classroom instruction and reading in Because ofWinn-Dixie, TSWBAT identify causes to events in the story to teachersatisfaction.5. Day Five:a. Given classroom instructions and a visual dients”necessaryforathunderstorm to occur.b. Given classroom instructions and a visual demonstration,TSWBAT explain why thunderstorms occur more often inFlorida than in any other state to teacher satisfaction.6. Day Six: Given classroom discussion of theme and prior work withthemes in the novel, TSWBAT identify at least one theme present inthe story not previously discussed and provide evidence of that themethroughout the novel to teacher satisfaction.7. Day Seven: Given classroom instruction, TSWBAT make text-to-textand text-to-world connections with a poem about the Civil War andwith their prior knowledge of the Civil War to teacher satisfaction.8. Day Eight: Given instruction on retelling and summarizing, TSWBATwork in a group to summarize two chapters of Because of Winn-Dixieto teacher satisfaction.9. Day Nine: Given classroom discussion, TSWBAT look back at characteranalyses from earlier in the book and identify character growth andaccurately identify one piece of evidence of character growth for allmain characters.10. Day Ten:a. Given classroom instruction, TSWBAT identify conflict, risingaction, climax, falling action, and resolution as elements of plotand understand what each is to teacher satisfaction.b. Given classroom instruction, TSWBAT work with the rest of theclass to identify each of the plot elements in Because of WinnDixie to teacher satisfaction.11. Day Eleven: Given group discussion, TSWBAT recall informationabout the novel to 80% accuracy.12. Day Twelve: Given prior instruction on and reading of the novel,TSWBAT demonstrate understanding by scoring at least a 30/35 ontheir end of unit test.13. Day Thirteen: While watching the Because of Winn-Dixie movie,TSWBAT activate prior knowledge of the novel to accurately identifyat least three similarities about the book and movie as well as at leastthree differences.b. Standardsi. PDE Reading, Writing, Speaking, and Listening Standards1. R4.A.1.: Understand fiction appropriate to grade level.2. R4.A.1.1.1: Identify and/or interpret meaning of multiple-meaningwords used in text
3. R4.A.1.1.2: Identify and/or interpret a synonym or antonym of a wordused in text.4. R4.A.1.2.1: Identify how the meaning of a word is changed when anaffix is added; identify the meaning of a word from the text with anaffix. Note: Affixes will be limited to prefixes: re-, pre-, in-, un-, dis-,mis-, non-; suffixes: -ful, -less, -ble, -ly, -or, -ness, -ment. Target wordsshould have either a prefix or a suffix but not both.5. R4.A.1.4.1: Identify and/or explain stated or implied main ideas andrelevant supporting details from text.6. R4.A.1.5.1: Summarize the key details and events of a fictional text asa whole.7. R4.B.1.1.1: Identify, explain, interpret, compare, and/or describecomponents of fiction and literary nonfiction. Character (may also becalled narrator, speaker, subject of a biography): Identify, explain,interpret, compare, and/or describe character actions, motives,dialogue, emotions/feelings, traits, and relationships amongcharacters within fictional or literary nonfictional text. Identify,explain, interpret, compare, and/or describe the relationship betweencharacters and other components of text. Setting: Identify, explain,interpret, compare, and/or describe the setting (when or where astory or personal narrative takes place); Plot (may also be calledaction): Identify, explain, interpret, compare, and/or describeelements of the plot (conflict/problem, sequence of events, cause andeffect relationships in the plot, how the problem was solved). Note:Items may use the terms event or solution. Items will not use theword plot. Items will ask what happened first, next, last, etc. Theme:Identify, explain, compare, and/or describe the message or lesson offiction or literary nonfiction. Identify, explain, compare and/ordescribe the relationship between the message or lesson and othercomponents of text.8. R4.B.1.2.1: Identify, explain, interpret, compare, and/or describeconnections between texts.9. 1.5.4.E.: Revise writing to improve detail and order by making wordsmore exact and varying sentence length and structure, wherenecessary.10. 1.5.4.F: Use grade appropriate conventions of language when writingand editing.ii. PDE Science Standards1. S4.A.3.2.2: Use models to make observations and explain how systemswork (e.g. water cycle, Sun-Earth-Moon system).2. S4.A.3.3.1: Identify and describe observable patterns (e.g., growthpatterns in plants, weather, water cycle).iii. Common Core English Language Arts Standards1. CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text whenexplaining what the text says explicitly and when drawing inferencesfrom the text.
2. CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, orpoem from details in the text; summarize the text.3. CCSS.ELA-Literacy.RL.4.3 Describe in depth a character, setting, orevent in a story or drama, drawing on specific details in the text (e.g., acharacter’sthoughts,words,oractions).4. CCSS.ELA-Literacy.RL.4.4 Determine the meaning of words andphrases as they are used in a text, including those that allude tosignificant characters found in mythology (e.g., Herculean).5. CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems,drama, and prose, and refer to the structural elements of poems (e.g.,verse, rhythm, meter) and drama (e.g., casts of characters, settings,descriptions, dialogue, stage directions) when writing or speakingabout a text.6. CCSS.ELA-Literacy.RL.4.6 Compare and contrast the point of viewfrom which different stories are narrated, including the differencebetween first- and third-person narrations.7. CCSS.ELA-Literacy.W.4.3 Write narratives to develop real or imaginedexperiences or events using effective technique, descriptive details,and clear event sequences.IV.Learning Experiences (see attached)V.Evaluation Instruments and Methodsa. Formativei. Classwork and homework assignments collectedii. Participation in classroom discussionsiii. Reading fluency monitored during times reading as a class, in partners, orout loud in groupsiv. Small group/Centers time during Reading Intervention Blockb. Summativei. Quiz 1ii. Quiz 2iii. Culminating Projectiv. End of Book Testc. Point Allocation: 100 pointsi. Chapters 1 and 2 Journal: 5 pointsii. Letter from Opal to her mom: 5 pointsiii. Quiz 1: 10 pointsiv. See Me With Your Heart: 5 pointsv. Alliteration Candy: 5 pointsvi. Quiz 2: 10 pointsvii. Culminating Project: 25 pointsviii. End of Book Test: 35 points
VI.Resourcesa. Bibliographyi. Thunderstorm Content and Activity1. s.htm2. http://kidsahead.com/external/activity/246ii. Various Comprehension worksheets inspired by The Reading Lady:http://www.readinglady.com/iii. /winndixie story.pdfiv. ts.com/quotes/ABoy-&-His-Dog.htmv. Bottles Activity Inspiration: use-winn-dixie-teachers-guidevi. Jeopardy Game: www.superteachertools.com/jeopardy1. Playable mes/Sep201339/game1379976488.phpvii. Crosswords and Word Searches: www.puzzlemaker.discoveryeducation.comb. Materialsi. Every Day1. Because of Winn-Dixie2. “Wait and See” Prediction Tree3. Leavesfor“WaitandSee”Prediction Tree4. Command Hooks and Rope (for theme papers)5. Theme Papersii. Centers Materials1. Scholastic’s“SeeThisStoryGrow”2. Loose leaf paper3. Alliteration Candy worksheet4. Visualizing worksheet5. Naomi Map worksheet6. Summarization worksheet7. Characters word search8. Vocabulary crosswordiii. Day One1. Pictures of my dog2. Reader’sContract(30copies)3. “ABoyandHisDog”poem (30 copies)4. Wanted: Human (30 copies)5. Student Because of Winn-Dixie Folders (24 folders)a. Student Vocabulary Books insideb. Character Scrapbooks inside6. Journal Response Papers (30 copies)iv. Day Two1. The True Story of the Three Little Pigs by Jon Scieszka
v.vi.vii.viii.ix.x.xi.xii.xiii.xiv.xv.2. Handout:LettertoOpal’sMomResponse(30copies)Day Three1. Sequencing Papers for Chapters 6/7Day Four1. Sequencing Papers- Chapter 82. Quiz 1 (24 copies)3. Quiz 2 Answer Key4. See Me With Your Heart handout (30 copies)Day Five1. Promethium Board2. Video: Thunderstorm Formation3. Clear plastic container4. Warm water5. Red food dye6. Ice cubes with blue food dye in themDay Six1. Goal sheets of paper2. 24 empty water bottles3. Materials to decorate water bottlesDay Seven1. Poem:“TheCivilWar”(30copies)Day Eight1. Quiz 2 (24 copies)2. Quiz 2 Answer Key3. Mini Whiteboards (6)4. Dry Erase markers (6)5. Project Options handout (30 copies)Day Nine1. “Missing”Worksheet(30copies)2. Party Invitations (24 copies)Day Ten1. Plot handout (30 copies)Day Eleven1. Handout: Discussion Questions (12 copies- 2 per each group)2. Review Game Questions- JeopardyDay Twelve1. End of Book Test (24 copies)2. End of Book Test KeyDay Thirteen1. Yellow, orange, and pink streamers2. Dog pictures3. Tea lights4. Paper bags5. Egg salad sandwiches6. Peanut butter sandwiches7. Dump punch
VII.8. “LittmusLozenges”9. Pickles10. Because of Winn-Dixie movie11. Movie vs. Novel Venn-Diagram (30 copies)Appendixa. Student Materialsi. Vocabulary Booksii. Character Scrapbookiii. Reader’sContractiv. Poem:“ABoyandHisDog”v. Wanted- Ownervi. Chapters 1 and 2 Journal Responsevii. Letter from Opal to Momviii. Theme handoutix. See Me With Your Heartx. Goals/Bottle Activityxi. Poem:“TheCivilWar”xii. Project Optionsxiii. Winn-Dixie: Missingxiv. Party Invitationsxv. Elements of Plotxvi. Discussion Questionsxvii. Movie vs. Novel Venn-Diagramb. Assessment Toolsi. Quiz 1ii. Quiz 2iii. End of Book Testiv. Project Rubricc. Teacher Materialsi. Sequencing Activity- Ch. 6&7ii. Sequencing- Ch. 8iii. Quiz 1 Answer Keyiv. Quiz 2 Answer Keyv. End of Book Test Answer Keyvi. Cover Letter to Kate DiCamillovii. KateDiCamillo’sAddress
Daily TeachingProcedures
Because of Winn-DixieUnit Plan: Teaching ProceduresDay OneAnticipatory Seto Show students a picture of my dog. Discuss with them what I love so muchabout my dog and share what Rumble has given to me and to my familyo Ask for student volunteers to share about their pets (existing pets, past pets,pets they would like)Development/Guided Practice/Independent Practiceo Tell the students we are going to be reading a VERY special booko Introduce them to Because of Winn-DixieTell them about Kate DeCamillo- how she came to write the bookKate moved to FL with her family when she was 5- she was sickand her family thought the warm climate/weather in Floridawould help her get betterLived in a small town, much like the town in the bookRead a lot as a kid and became interested in writingHow she got her idea for Because of Winn Dixie:o She was living in Minnesota, where it is very coldo She was living in an apartment in which she was notallowed to have a dog- so she was living without a dogfor the first time in her lifeo She was homesick and missing having a dog.o xt morning, the voice was still talking, and I startedwritingdown”whatshewastelling.o ry young- so she can relate to India Opal, the maincharacter, in a lot of uce the“WaitandSee”Tree- explain how we will use it throughout the unitPass out Because of Winn-Dixie FoldersVocabulary read a meaningful sentence to the class. Have students guess the wordmeaning. Tell the students the definition. Ask if anyone can think of synonyms,antonyms. Give students time to draw a picture and write their own sentence for theword in their vocabulary bookso ExceptionMeaningful Sentence: Mrs. Hostetler requires all students to completetheir homework each night, but she makes an exception for any
nohomeworkpass”foronenight.Definition: someone or something that is different from othersBefore we get started on the novel, we are going to look a little more closely at thecloseness humans share with their dogso Share poem with class“ABoyandHisDog”byEdgarGuestDiscuss the ideas shared from the poem as well as others to encouragecomprehension of the poem and further connections with the seriousbond between humans and their petso Activity: Flyer: rspectiveWanted! A HumanList qualities they would like in a human and how they would like tobe treatedStart reading together (Chapters 1-2)Closureo Ask students what they think of the book so faro Ask students if they think they would have said Winn-Dixie was their dog iftheywereinOpal’sposition?o How do you think your parents would react if you brought Winn-Dixie home?Assign HW:o Finishreadingifweweren’table too Journal Response: Opal goes to the store for groceries and comes back with adog! Do you think this was a good decision? Would you have done the samething if you were in her shoes?Day TwoOpening Routineso Review HWJournal Responses: Ask if anyone has journal responses they wouldlike to share with the classPredictionstoaddto“WaitandSee”Tree?o Remind students that as they eat their snack and we set up for reading, aitandSee” Treeo VocabularyRelievedMeaningful Sentence:
elements of the plot (conflict/problem, sequence of events, cause and effect relationships in the plot, how the problem was solved). Note: Items may use the terms event or solution. Items will not use the word plot. Items will ask what happened first, next, last, etc. Theme: Identify, explain, compare, and/or describe the message or lesson of
56. Winn-Dixie Logistics, LLC 57. Winn-Dixie Montgomery, LLC 58. Winn-Dixie Montgomery Leasing, LLC 59. Winn-Dixie Properties, LLC 60. Winn-Dixie Raleigh Leasing, LLC 61. Winn-Dixie Raleigh, LLC 62. Winn-Dixie Stores Leasing, LLC 63. Winn Dixie Stores, Inc. 64. Winn-Dixie Supermarkets, Inc. 65. Winn-Dixie Warehouse Leasing, LLC
Mar 16, 2020 · Winn-Dixie is a Federally Registered trademark and service mark owned by The Winn-Dixie Stores, Inc. This work has not been prepared, manufactured, approved, or licensed by The Winn-Dixie Stores, Inc. Neither the author of this work nor its publishers are in any way affiliated with The Winn-Dixie Stores, Inc. First electronic edition 2009
Winn-Dixie By Kate DiCamillo Whole Book Test Write the letter of the correct answer in the blank. _1. Opal found Winn-Dixie in (A) the produce department of the Winn-Dixie grocery store, (B) in a Winn-Dixie parking lot, (C) following the Winn-Dixie grocery store manager to the dumpster behind the store. _2.
Because of Winn-Dixie The students will read the book Because of Winn-Dixie, complete the corresponding study guide, and write an essay. Subject: Language Arts Topic: Reading Comprehension and Essay Writing Grade Level: 3-6 Objective: 1. Read Because of Winn-Dixie by Kate DiCamillo. 2. Answer the questions provided in the study guide. 3.
Because of Winn-Dixie By Kate DiCamillo Chapters 1-4 Before you read the chapter: Write a brief summary about what you believe Because of Winn-Dixie will be about. Vocabulary: Choose a word from the list to complete each sentence.
Name: BECAUSE OF WINN-DIXIE Chapters 6 -10 This picture shows a scene from Chapter 8 of the book, Because of Winn-Dixie.Write a few sentences that tell who is in the picture, and describe what is happening.
Because of Winn-Dixie Teacher’s Resource Guide www.candlewick.com ABOUT THE BOOK Because of Winn-Dixie is a funny, poignant, and utterly genuine novel that has quickly become a children’s literature classic. This guide provides an array of thoughtful, student-
Because of Winn Dixie Comprehension Questions Chapters 1 – 5 1. How does Opal rescue Winn-Dixie in the first chapter? _ _